Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus
JASSI Anakku promotes research in the broad field of special need education. science, and Engineering Education. with particular respect to Indonesia, but not limited to authorship or topical coverage within the region. Contributions are expected from senior researchers, project managers, research administrators and PhD students at advanced stages of their research, representing both public organizations and private industry. Equally, the journal if intended for scholars and students, reseachers working at research organizations and government agencies, and also for enterprises undertaking applied R and D to lead innovations. The editorial contents and elements that comprise the journal include: Theoretical articles Empirical studies Practice-oriented papers Case studies Review of papers, books, and resources. As far as the criteria for evaluating and accepting submissions is concerned, a rigorous review process will be used. Submitted papers will, prior to the formal review, be screened so as to ensure their suitability and adequacy to the journal. In addition, an initial quality control will be performed, so as to ensure matters such as language, style of references and others, comply with the journals style. The below mentioned areas are just indicative. The editorial board also welcomes innovative articles that redefine any Children with Special Needs field. Assessment Learning Handling of Children with Special Needs Teaching children with special needs Intervention of children with special needs Education Education of children with special needs
Articles
231 Documents
<![CDATA[Improvement Hydroponic Cultivation Skills through The Demonstration Method in Student with Intellectual Disabilities ]]>
<![CDATA[R. Rianatara]]>;
<![CDATA[Erna Narsih Nagai]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.48113
<![CDATA[The purpose of this study was to determine the improvement of hydroponic plant cultivation skills in students with mild special needs in Schools with special needs-C Education Foundation for Special Needs Asih Manunggal Asih Manunggal Bandung through demonstration method. The type of research used isClassroom Action Researchwith 3 students with mild special needs as the subject. Data analysis techniques were carried out quantitatively and descriptively qualitatively. The results showed that there was a change in student scores with a significant increase in ability in hydroponic cultivation skills from each cycle of actions in learning that met the minimum completeness criteria, namely a score of 70 in skills lessons after students received hydroponic plant cultivation learning through the demonstration method. This success is because the demonstration method is very effectively used in learning hydroponic skills, where students can understand the real or imitation in a process or the workings of an object related to the lesson material. The demonstration method can be considered by teachers to be used in the skills learning process, especially hydroponic plant cultivation skills for mentally retarded students and can be developed for learning other materials.]]>
<![CDATA[Internal Support System of Inclusive Education ]]>
<![CDATA[Witri Shafira]]>;
<![CDATA[J. Juhanaini]]>;
<![CDATA[Zulkifli Shiddiq]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.39529
<![CDATA[The purpose of this study was to reveal how the internal part of the school supports the organizers of inclusive education at 093 Tunas Harapan Cijerah Elementary School. The method used in this research is descriptive with a qualitative approach, the subjects of this research are school principals and teachers at 093 Tunas Harapan Cijerah Elementary School. Based on the results of the study, the internal support system at 093 Tunas Harapan Cijerah Elementary School is still far from ideal, this is because each party as part of internal support has not fully supported the implementation of inclusive education at 093 Tunas Harapan Cijerah Elementary School. Furthermore, this has an impact on the learning and mobilization of students with special needs in schools. The learning of students with special needs in practice is completely left to the special supervisory teacher, therefore there is a need for a reassessment of how teachers as internal support the learning of students with special needs in the classroom.]]>
<![CDATA[Android-Based Technology: Development of Alternative and Augmentative Mi-Says Communication Systems for Children with Intellectual Disabilities ]]>
<![CDATA[Alya Jilan Rizqita]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 2 (2022): JASSI Anakku: Volume 22, Issue 2, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i2.63233
<![CDATA[This study aims to developed an android-based alternative and augmentative communication system to children intellectual disability with communication difficulted. This research method used a qualitative descriptive method to explore the information. The sample of this research is children with intellectual disabilities with complex communication needs. The result of this research is the developed of an alternative and augmentative communication system using Android-based technology called "Mi-Says" in the form of an application that can be downloaded on a cell phone to help subjects communicate. The content contained in the "Mi-Says" application is adapted to the needs of the environment, especially in the school environment. Tailored content is especially good because it will be appropriate for subjects who have difficulty expressing their wants and needs to family, teachers, or friends in the school environment. The results of this study are expected that the alternative and augmentative communication system "Mi-Says" using Android-based technology can be useful for subjects who have complex communication needs in everyday life, especially to express their needs.]]>
<![CDATA[Consideration Model And Its Influence On The Social Skills Of Children With Emotional And Behavioural Barriers ]]>
<![CDATA[Nandi Warnandi]]>;
<![CDATA[Dea Yulida]]>;
<![CDATA[Neni Satriani]]>;
<![CDATA[J Juhanaini]]>;
<![CDATA[S Sunardi]]>
<![CDATA[ JASSI ANAKKU Vol 23, No 1 (2023): JASSI Anakku: Volume 23, Issue 1, 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v23i1.63634
<![CDATA[Children with emotional and behavioural barriers are children who have obstacles to connecting with other people. Conditions in the field showed that children with emotional and behavioural barriers have low social skills. This problem is indicated by behaviour that is not in accordance with applicable rules, norms, and even laws. This research aims to determine the influence of the consideration model on the skills of children with emotional and behavioural barriers. This type of research is experimental. The design used is One Group Pre-Test Post- Test. The sample used in this research consisted of six students. Data collection was carried out using systematic observation instruments regarding social skills. Data analysis used non-parametric statistical techniques with the Wilcoxon test. The conclusion of this research is that the consideration learning model is influential in improving the social skills of children with emotional and behavioural barriers. It is hoped that the consideration model can be used by teachers in learning social skills for children with emotional and behavioural barriers.]]>
<![CDATA[Systematic Literature Review: Inclusive Education's Impact on the Academic Performance of Social and Emotional Barriers. ]]>
<![CDATA[Maksud Khashimov]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 1 (2022): JASSI Anakku: Volume 22, Issue 1, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i1.63226
<![CDATA[Inclusive education has become an increasingly relevant topic in the context of education. Evaluating inclusive education programs and providing competency training for teachers can be crucial steps in enhancing the performance of inclusive education. This research aims to delve into a comprehensive understanding of the relationship between inclusive education and the socio-emotional development within the educational context. The research employs the Systematic Literature Review (SLR) method to gather and analyze data from 21 relevant articles on the examined topic. The findings indicate that implementing inclusive approaches and specific teaching strategies can positively impact the learning development and academic performance of children with special needs. The importance of ensuring equal opportunities for these children to receive quality education is also highlighted in this article. The research results provide insights into the necessity of inclusive approaches and adequate social support to holistically facilitate the development of socio-emotional skills in children with special needs. The article underscores significant implications for the development of inclusive education for children with special needs, revealing that appropriate inclusive approaches and teaching strategies can aid in improving their learning development and academic performance. These implications reinforce the need for adequate social support and holistic approaches to create an inclusive, supportive, and stimulating educational environment that fosters the positive potential of children with special needs.]]>
<![CDATA[Development of Contextual Teaching and Learning for Deaf Students ]]>
<![CDATA[Muhammad Mufti Rakadia]]>
<![CDATA[ JASSI ANAKKU Vol 22, No 2 (2022): JASSI Anakku: Volume 22, Issue 2, 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v22i2.63229
<![CDATA[Development of CTL (Contextual teaching and learning) learning to understand learning material on energy sources for deaf children. This research method uses a qualitative descriptive method to gather information thoroughly. The subjects of this study were deaf students in grade 5 at an extraordinary elementary school in Bandung. The results of this study are the development of CTL learning for deaf students to understand learning material on energy sources for deaf children. Energy sources learning material adapted to the material being studied by students at this time. The results of this study are expected that the development of CTL learning for deaf students can benefit research subjects (students, teachers) from school institutions to improve the learning process. ]]>
<![CDATA[Islamic Religious Education for Children with Social Emotional Barriers ]]>
<![CDATA[Khoshimov, Maksud]]>
<![CDATA[ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 1 (2024): JASSI Anakku: Volume 24, Issue 1, 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v24i1.71340
<![CDATA[Some experts in the United Kingdom mention that the homeless are children who have emotional disorders. In this research discussed how a person's self-identity inhibits the development of his emotions. There are three aspects that need to be explored related to one that is inherent in a person and his environment. These three aspects are ego, an identity that shows its existence in the outside world. and social identity in the solidarity of a person in line with the ideals of a group. As for the research related to the homeless how a homeless person or adolescent can carry out his duties as a person and social, of course this is related to the identity and social of homeless adolescents. The child's self-identity is formed through the development of stable and good emotions and social. Of course, the environment also greatly affects the process. The development of children's emotions and social in forming self-identity together also forms a good understanding of children's lives. Therefore, the need for religious education to form an understanding of life that will be realized in the behaviour of children. The results of this study showed that there is a change in behaviour and emotions in children with disabilities with the granting of religious guidance to children with disabilities.]]>
<![CDATA[Family-Sourced Early Intervention Programs to Optimize Communication Development of Children with Multiple Disabilities ]]>
<![CDATA[Maulidina, Citra Ashri]]>;
<![CDATA[Taboer, Mohammad Arif]]>;
<![CDATA[Jaya, Indra]]>;
<![CDATA[Lianty, Leliana]]>;
<![CDATA[Amani, Dwi Aisyah]]>;
<![CDATA[Kairunisa, Shabila]]>
<![CDATA[ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 1 (2024): JASSI Anakku: Volume 24, Issue 1, 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v24i1.71216
<![CDATA[Communication is a fundamental skill that must be fulfilled for all humans, including individuals with multiple disabilities. With communication, individuals with multiple disabilities can interact and participate with the environment so that they are not isolated. This study aims to formulate a family-sourced early intervention program to optimize the communication development of students with multiple disabilities in accordance with children's needs, so that families can hopefully become a support system in supporting their children's communication development. This research uses research methodology design and development design and development research (D DR), where in the first year researchers formulate programs based on needs in the field. The results showed that there are three family-sourced early intervention programs to optimize communication of individuals with multiple disabilities.]]>
<![CDATA[Sex and Gender Education for Autistic Children to Live Their Daily Lives ]]>
<![CDATA[Auliyah, Nur Sa'adatul]]>
<![CDATA[ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 2 (2024): JASSI Anakku: Volume 24, Issue 2, 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v24i2.78185
<![CDATA[Teachers play an important role in the success of the learning process. The role of the teacher is not only as a facilitator but also plays a role in the success of inclusiveness in learning. This study aims to examine the role of teachers in learning toilet training for children with autistic disabilities. Toilet training learning contributes to children's cognitive, emotional and social development. Children with autistic disabilities in the case of this study have more complex difficulties processing learning as well as in understanding the concept of human body and anatomy, which ultimately affects self-perception. But often the difficulty in delivering the teaching of abstract concepts is a major challenge for teachers. This research uses a qualitative method with interviews as its approach. In addition, this study also used a three-stage coding analysis, starting from the open coding, axial coding, and selective coding stages to help interpret the data obtained. The results also show that teachers play a role in building a communicative and safe learning environment for children with autism. In addition, teachers also take a role in collaboration with therapists, and parents in ensuring the success of the learning process.]]>
<![CDATA[Technology-Based Media Innovation for Students with Special Needs ]]>
<![CDATA[Maryanti, Rina]]>;
<![CDATA[Suherman, Yuyus]]>;
<![CDATA[Juhanaini, J]]>;
<![CDATA[Meggy, Hendriano]]>;
<![CDATA[Budiyanto, B]]>;
<![CDATA[RIZQITA, ALYA JILAN]]>;
<![CDATA[Bela, Muhammad Rafi Wirdan Assyakir Tandu]]>
<![CDATA[ Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Vol 24, No 1 (2024): JASSI Anakku: Volume 24, Issue 1, 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/jassi.v24i1.72670
<![CDATA[The research aims to find out technology-based media innovations for students with special needs. The research method used is a mixed method. The research results show that it is important to create technology-based media innovations for students with special needs. This is because the learning process is easy.]]>
